Abstract
This paper reports two exploratory studies that investigate how teachers’ epistemic beliefs are related to their online interactions. The first exploratory study investigated seven practicing teachers’ epistemic beliefs through qualitative interview and how these beliefs are related to their online participation and depth of interaction over three inservice courses. The second study investigated 24 preservice teachers’ epistemic beliefs through quantitative survey and how the beliefs were correlated with their online interactions. Both studies employed the knowledge building community (KBC) as the pedagogical model to facilitate co-construction of knowledge among the teachers. The results indicate that the teachers’ epistemic beliefs are related to their online interactions. However, the pattern of correlations was different for the two studies. Further studies in these areas are suggested.
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